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Working College Students’ Time Pressure and Work-School Conflict: Do Boundary Permeability and Dispositional Mindfulness Matter?
Psychological Reports ( IF 1.789 ) Pub Date : 2021-07-05 , DOI: 10.1177/00332941211029621
Min Maggie Wan 1 , Li Feng 1 , Xiao Meng 1 , Muxin Zhai 1 , Robert Konopaske 1
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Although working college students are experiencing increasing demands on their time, the influence of time pressure on students’ work-school experience has been under-studied in the extant career development literature. Drawing on boundary theory and conservation of resources theory, the present research investigates the degree to which work or school time pressure is associated with working college students’ work-school conflict through work-school boundary permeability. Moreover, this study considers dispositional mindfulness as an individual resource that buffers the relationships above. Using a sample of 222 working college students in a large and diverse public university in the United States, we find support that work and school time pressures predict higher work-school conflict through work-school boundary permeability. Results also suggest that dispositional mindfulness moderates the indirect relationship among school time pressure, school-to-work boundary permeability, and school-to-work conflict. We discuss the theoretical and practical implications of our findings.



中文翻译:

在职大学生的时间压力和工作学校冲突:边界渗透性和性格正念重要吗?

尽管在职大学生对时间的需求越来越大,但在现有的职业发展文献中,时间压力对学生工作学校经历的影响一直没有得到充分研究。本研究借鉴边界理论和资源守恒理论,通过工作-学校边界渗透性调查工作或学校时间压力与在职大学生工作-学校冲突的相关程度。此外,本研究将性格正念视为缓冲上述关系的个人资源。使用美国一所大型多元化公立大学的 222 名在职大学生的样本,我们发现工作和上学时间压力通过工作-学校边界渗透性预测更高的工作-学校冲突。结果还表明,性格正念调节学校时间压力、学校与工作边界渗透性和学校与工作冲突之间的间接关系。我们讨论了我们的发现的理论和实践意义。

更新日期:2021-07-06
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